Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 142 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 70% 2% 73%
Recognition of race & culture 33% 35% 2% 39%
Holding growth mindsets 53% 60% 6% 69%
Having high expectations and beliefs 95% 92% −3% 89%
Taking accountability for equitable instruction 92% 93% 1% 90%

1 Note: The number of observations varies between items from 142 to 529

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% 1% 68%
Trust in fellow teachers 83% 78% −5% 71%
Connectedness to fellow teachers 76% 75% −1% 84%
Have influence over professional learning 36% 37% 1% 48%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% 8% 68%

1 Note: The number of observations varies between items from 137 to 424

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 64% 6% 22%
ELA instructional shifts 51% 58% 7% 21%
Fluency 52% 54% 1% 15%
Text complexity 58% 72% 14% 25%
Close reading 67% 69% 3% 23%
Building knowledge 53% 59% 7% 21%
Supporting students with unfinished learning 68% 71% 3% 25%

1 Note: The number of observations varies between items from 91 to 394

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 67% 7% 46%
Math instructional shifts 53% 57% 5% 41%
Equitable Math Instruction 72% 81% 9% 53%
Supporting students with unfinished learning 64% 75% 11% 52%
Effective Teaching Practices 55% 60% 5% 40%

1 Note: The number of observations varies between items from 69 to 125

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 83% −7% 3%
Whether the lesson is focused on a high-quality text or task 89% 83% −6% 3%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% −10% 3%
Whether all students have opportunities to engage in the work of the lesson 94% 88% −6% 3%

1 Note: The number of observations varies between items from 24 to 105

2 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"In spite of having to use zoom, most participants were
engaged in conversations critical to how Guidebooks will
benefit students"

"I felt as though this course really brought everything, no
pun intended, full circle from previous modules. By the end
of the module I felt as if I could conceptualize everything
from before, up to the end of the course."

"Sharing ideas with other teachers. Looking at concepts and
terms that I had some familiarity with and taking a deeper
dive."

"I just enjoyed talking to Math minded people. This course
help me find parts of my curriculum that I wasn’t utilizing."

"The flow and delivery of the information. Also, the open
discussions among participants."

"Having to time to talk about one of our dilemmas as coaches.
It showed that we are all experiencing a lot of the same
things as coaches this year."

"Working with a community again who can discuss, share and
improve teaching practices."

"Collaborating with other coaches is always a valuable part
of our learning sessions and I appreciate that time."

"I loved connecting with Nearpod even though some of us did
have some difficulties with technology."

"The pacing was great today. I appreciated the time to work
asynchronously and plan for the application of learning."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"A little more time for the asynchronous work. I felt very
rushed to complete the activity and probably would have done
a better job if I had more time."

"I wish I had the standards that went along with the second
video in Achieve the Core"

"I should have made a hard copy of the note-catcher. Moving
from one screen to the other as I worked made me addled.
This was my failure to prepare."

"i would have liked to be able to look more at actual
materials and lesson plans with my team"

"Everything is fine. If I don't take other online classes -
I could have been more focus and on time for submitting boot
camp assignments."

"At times, I wasn't sure which doc to be in or that I needed
to have the Nearpod back up. Maybe just Dr Walls saying to
come back to the slides in Nearpod would be helpful."

"I was not able to register myself, so the Assistant
Principal registered me. Unfortunately, the information
given was incorrect and by the time I was able to go on the
Teaching Lab many of my assignments were late. I know there
was no penalty and this was just a personal issue for me,
lol Other than that I really enjoyed learning all that the
EL Curriculum has to offer the teachers and students. Thank
You!"

"There is a lot of material to go over in a short amount of
time, maybe go a little slower."

"Possibly more time to explore protocols and the "Round"
breakout protocol could have been a bit more specific.
"Person a offers something to discuss" seemed a bit broad."

"To have completed this boot camp in July so that I could
have put a team together and plan the roll out without
feeling rushed"

Additional Comments
Quotes from "Do you have additional comments?"

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."

"Both of the facilitators were very kind and welcoming. I
didn't feel like it was some stranger but rather someone
that I could ask any question to!"

"This is my second time with this training , and I feel like
I am getting more out of this session. I remember last time
spending two days on forming a definition of what a diverse
learner was and what was meant by an equitable education
which I felt was unnecessary. I feel like this time we are
doing more activities and being exposed to more content that
will help us in our practice."

"Thank you for helping me join the group at this late date.
I felt welcomed by everyone and did not feel behind or
like I had missed out on previous sessions. The discussions
complement the efforts and PD we have had so far this year
around equity."

"I just want to give a shout out to Adrienne and Justin for
doing a fantastic job."

"I enjoyed it. Really loved being able to focus on materials
we use and plan for future lessons."

"You did a great job with this course! Thank you for
providing this opportunity as it certainly will help me in
my teaching and coaching roles."

"I appreciate this time, as it loads my coaching tool box.
At this time it's just really hard to engage teachers, but
what Nicole, Renee, and Lindsey said; something like, what's
the small thing we can do to relieve the stress steered also
towards pushing teachers to best practice? This is a good
mindset and I thank you for your support!"

"Dr, Anita shared her expertise with us throughout this
course. Sharing her knowledge allowed us to actively engage
in topics that were discussed as she was able to give us
feedback on our discussions. Throughout this course, I was
more open to discuss with my colleagues."

"enjoy our time and learningreally like this curriculum\enjoy
meeting with other teachers esp in my grade level"


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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